8th Grade ELA Week of December 3-7, 2012 Monday, 12/3/12 Daily Objective: “I will…
Pre-assess current knowledge of U4P1 words (Acquisition of Vocabulary #1 and #6)
Anticipate what’s to come by reflecting on a short video and/or article describing teen pressures in Harlem, NY for characters similar to those in Miracle’s Boys
Procedure:
Copy HW into agenda
What is/are today’s objective(s)?
Take U4P1 pretest—correct/grade answers together in class.
1st period: Read Chapter 11 in class.
THINK: 10 minutes to work on study guide independently
PAIR: 5 minutes to work with someone else on study guide/check answers
SHARE: 2 minutes to share troublesome questions/answers and discuss parts of speech.
1st period: which character is most susceptible to the feelings of temptation to join a gang? Why?
4th period: Distribute articles for students to read & complete questions with a partner.
Discuss essential questions: What is so “appealing” to teenagers about joining a gang? What “warning signs” do our characters display, according to these articles (or video)? Make a prediction: Would Charlie join a gang? Lafayette? Ty’ree? Why/why not?
HW:
WW pgs 72-75 due Wednesday; pgs 76-77 due Thursday; prepare for U4P1 posttest on Friday
Finish reading Chapter 11 with study guide due tomorrow.
Tuesday, 12/4/12 Daily Objective: “I will…
Monitor my understanding while listening/reading by responding to reading guide questions and discussing answers with the class. (Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies #3)
Enrichment Group: Choose an assignment to extend interest, conduct research and eventually demonstrate added knowledge related to the book.
Procedure:
Copy HW into agenda
What is/are today’s objective(s)?
Distribute Handouts #16-17 for Chapters 12,13 and 14.
Meet with the “Enrichment Group” separately to discuss options/activities/assignments.
Develop norms and discuss responsibilities and expectations.
Choose assignments and assign due dates. (Rubrics will come ASAP).
Students not in the Enrichment Group will listen to/read Chapters 12-14 in class, pausing to discuss essential questions
Complete Study Guides
Discuss parts of speech and answers at the end of class.
HW:
Word Wisdom pgs 72-75 due Wednesday; pgs 76-77 due Thursday; prepare for U4P1 posttest on Friday.
Finish Chpts 12-14 Study Guides if still incomplete.
Wednesday, 12/5/12 Daily Objective: “I will…
Check current understanding of U4P1 words (Acquisition of Vocabulary #1)
Write a response to literature that organizes an insightful interpretation around several clear ideas, with support and specific references to my personal life, the original life, or to prior (historical) knowledge (Writing Applications: #2)
Procedure:
Copy HW into agenda
What is/are today’s objective(s)?
Excuse the Enrichment Group to go to the Media Center (with a pass) to work on their projects. Students should return with at least 1 minute left of class for attendance purposes and for a brief “pow wow”.
Check their Word Wisdom HW first.
Take Pop Quiz over chapters 11-14 (Students may use their Study Guides)
While students are working, stamp Word Wisdom homework
Grade quiz/ correct answers together/ collect to record scores
Check WW. Pgs 72-75
Correct/Grade answers together.
On a blank sheet of paper, instruct students to write the following quote on the top of it: “The function of freedom is to free someone else” (Toni Morrison).
Brainstorm its meaning; discuss examples.
In-class writing assignment: On a half sheet of paper, respond to the quote by explaining your interpretation of it. Provide an example of how it relates to at least one of the following: 1) your life, personally 2) the book and its characters’ situations 3) history. Explain your example in detail and how it relates to the quote.
Submit before the end of class.
HW:
WW pgs 76-77 due tomorrow; prepare for Friday’s U4P1 posttest
Finish writing assignment, if necessary (and if given permission by me)
Thursday, 12/6/12 Daily Objective: “I will…
“Monitor own comprehension by skimming, scanning, looking back, note-taking or summarizing what has been read so far” –Reading Process: #3)
“Apply reading comprehension strategies, including making predictions, recalling and summarizing and making inferences and drawing conclusions” (Reading Process: Concepts of Print, Comprehension Strategies & Self-Monitoring Strategies #1)
“Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts” (Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies #3)
Procedures:
Copy HW into agenda
What is/are today’s objective(s)?
“Enrichment Group” students may be excused to go to the Media Center (with a pass) to work on their projects.
Please remind them that they should return with at least 1 minute left of class for attendance purposes.
Please check their WW homework first before they leave.
Collect any essays from yesterday that students needed to take home to finish (“The function of freedom is to free someone else” --Toni Morrison.). Please just paper-clip these and leave them in a pile for me on my desk.
Check WW pgs 74-77 for completion (Stamp pages that are complete (only!), if they haven’t already been stamped and checked by me earlier—PLEASE RECORD the names of students who do not have these pages complete. It will be the students’ responsibility to show me their late/make up work when complete.
Next, please ask for volunteers to help you grade/correct answers on pages 76 and 77 (We discussed pgs 74-75 yesterday). They are used to the process and should volunteer willingly. Please use my answer key as reference.
Distribute the Study Guide handouts for Chapters Fifteen, Sixteen, Seventeen and Eighteen (on the backside) to all students.
After they’ve all received a copy, you may begin playing chapter 15 on the audio---the classroom computer closest to the teacher’s desk was set up for you before I left. If for some reason, it does not work… please choose one of the following (or have the class vote):
(1) you may read out loud to them
(2) choose volunteers to read out loud
(3) assign students to read independently and silently at their seats.
If they do not finish reading or completing the accompanying study guides in class, it is homework due tomorrow.
With any remaining time, students may independently study for tomorrow’s Word Wisdom quiz.
HW:
Study for tomorrow’s Word Wisdom posttest over Unit 4 Part 1 words
Finish reading the rest of the book and complete accompanying study guides, if not finished in class.
Friday, 12/7/12 Daily Objective: “I will/can…
b.8.1, b.8.6, b.8.7 Demonstrate mastery of U4P1 words
c.8.3. Engage in discussion about the plot and characters of our book
e.8.9 Examine symbols used in Miracle’s Boys.
b.8.4 Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes and idioms
c.8.1, c.8.2. Make inferences while reading to check comprehension and respond to Study Guide questions
Materials needed:
Word Wisdom Unit 4 Part 1 posttest (and accompanying workbook)
Miracle’s Boys by Jacqueline Woodson (complete text)
Accompanying reading/study guides
Printed symbolic visuals with quotations or descriptions written on the backside
Exit Slips
Computer and projector (SmartBoard)
Access to Youtube video/audio
Enrichment Group activities/assignments
Procedure:
Copy HW into agenda
What is/are today’s objective(s)?
Take U4P1 posttest
When students finish their quiz, they’ll bring it up to the square table in the front of the room and instructed to take out their Study Guides (Handout #18 from yesterday’s class). They will look over/add to their study guides while waiting for others to finish.
Students who are a part of the “M.B. Enrichment Group” will be dismissed to the Media Center to continue working on their individual projects.
After discussing Chapters 15-18, prepare to play a brief audio clip of “El Coqui” (a song found on YouTube) while passing out the next assignment to students.
Begin first by revealing the picture of the frog on the Smart Board. Ask: What is this?
Next, play the song. (Refer them to page 126, if needed)
Show them the picture of the frog again. Now, what does this symbolize? But isn’t this still a frog? (Remind students that a symbol is an object or idea that stands for itself AND something else; has a deeper meaning.)
Distribute a 2-sided paper to each student. On one side, students will find a visual that is symbolic to a character, setting, conflict or event that took place in Miracle’s Boys. On the opposite side of this picture will be a quote or a brief description of something ELSE that is significant to the story
With limited time allowed, walk around the room and find your “match”. Your match will be another student whose symbolic picture corresponds to the quote or description in writing on their paper. (Your match will have a quote or written description that then corresponds to the another student’s picture.)
When you've found your “match”, sit beside one another and complete the Exit Slip to be turned in before leaving class.
Remind students of Tuesday’s Unit Test. Monday will be an all-class review day; bring previous handouts and any additional concerns or questions they may think of to discuss.
Week of December 3-7, 2012
Monday, 12/3/12
Daily Objective:
“I will…
- Pre-assess current knowledge of U4P1 words (Acquisition of Vocabulary #1 and #6)
- Anticipate what’s to come by reflecting on a short video and/or article describing teen pressures in Harlem, NY for characters similar to those in Miracle’s Boys
Procedure:- Copy HW into agenda
- What is/are today’s objective(s)?
- Take U4P1 pretest—correct/grade answers together in class.
- 1st period: Read Chapter 11 in class.
- THINK: 10 minutes to work on study guide independently
- PAIR: 5 minutes to work with someone else on study guide/check answers
- SHARE: 2 minutes to share troublesome questions/answers and discuss parts of speech.
- Watch brief video, “Why Kids join gangs” (http://www.youtube.com/watch?v=EwYTsTeGp0U)
- 1st period: which character is most susceptible to the feelings of temptation to join a gang? Why?
- 4th period: Distribute articles for students to read & complete questions with a partner.
- Discuss essential questions: What is so “appealing” to teenagers about joining a gang? What “warning signs” do our characters display, according to these articles (or video)? Make a prediction: Would Charlie join a gang? Lafayette? Ty’ree? Why/why not?
HW:Tuesday, 12/4/12
Daily Objective:
“I will…
- Monitor my understanding while listening/reading by responding to reading guide questions and discussing answers with the class. (Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies #3)
- Enrichment Group: Choose an assignment to extend interest, conduct research and eventually demonstrate added knowledge related to the book.
Procedure:- Copy HW into agenda
- What is/are today’s objective(s)?
- Distribute Handouts #16-17 for Chapters 12,13 and 14.
- Meet with the “Enrichment Group” separately to discuss options/activities/assignments.
- Develop norms and discuss responsibilities and expectations.
- Choose assignments and assign due dates. (Rubrics will come ASAP).
- Students not in the Enrichment Group will listen to/read Chapters 12-14 in class, pausing to discuss essential questions
- Complete Study Guides
- Discuss parts of speech and answers at the end of class.
HW:Wednesday, 12/5/12
Daily Objective:
“I will…
- Check current understanding of U4P1 words (Acquisition of Vocabulary #1)
- Write a response to literature that organizes an insightful interpretation around several clear ideas, with support and specific references to my personal life, the original life, or to prior (historical) knowledge (Writing Applications: #2)
Procedure:- Copy HW into agenda
- What is/are today’s objective(s)?
- Excuse the Enrichment Group to go to the Media Center (with a pass) to work on their projects. Students should return with at least 1 minute left of class for attendance purposes and for a brief “pow wow”.
- Check their Word Wisdom HW first.
- Take Pop Quiz over chapters 11-14 (Students may use their Study Guides)
- While students are working, stamp Word Wisdom homework
- Grade quiz/ correct answers together/ collect to record scores
- Check WW. Pgs 72-75
- Correct/Grade answers together.
- On a blank sheet of paper, instruct students to write the following quote on the top of it: “The function of freedom is to free someone else” (Toni Morrison).
- Brainstorm its meaning; discuss examples.
- In-class writing assignment: On a half sheet of paper, respond to the quote by explaining your interpretation of it. Provide an example of how it relates to at least one of the following: 1) your life, personally 2) the book and its characters’ situations 3) history. Explain your example in detail and how it relates to the quote.
- Submit before the end of class.
HW:Thursday, 12/6/12
Daily Objective:
“I will…
- “Monitor own comprehension by skimming, scanning, looking back, note-taking or summarizing what has been read so far” –Reading Process: #3)
- “Apply reading comprehension strategies, including making predictions, recalling and summarizing and making inferences and drawing conclusions” (Reading Process: Concepts of Print, Comprehension Strategies & Self-Monitoring Strategies #1)
- “Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts” (Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies #3)
Procedures:- Copy HW into agenda
- What is/are today’s objective(s)?
- “Enrichment Group” students may be excused to go to the Media Center (with a pass) to work on their projects.
- Please remind them that they should return with at least 1 minute left of class for attendance purposes.
- Please check their WW homework first before they leave.
- Collect any essays from yesterday that students needed to take home to finish (“The function of freedom is to free someone else” --Toni Morrison.). Please just paper-clip these and leave them in a pile for me on my desk.
- Check WW pgs 74-77 for completion (Stamp pages that are complete (only!), if they haven’t already been stamped and checked by me earlier—PLEASE RECORD the names of students who do not have these pages complete. It will be the students’ responsibility to show me their late/make up work when complete.
- Next, please ask for volunteers to help you grade/correct answers on pages 76 and 77 (We discussed pgs 74-75 yesterday). They are used to the process and should volunteer willingly. Please use my answer key as reference.
- Distribute the Study Guide handouts for Chapters Fifteen, Sixteen, Seventeen and Eighteen (on the backside) to all students.
- After they’ve all received a copy, you may begin playing chapter 15 on the audio---the classroom computer closest to the teacher’s desk was set up for you before I left. If for some reason, it does not work… please choose one of the following (or have the class vote):
- (1) you may read out loud to them
- (2) choose volunteers to read out loud
- (3) assign students to read independently and silently at their seats.
- If they do not finish reading or completing the accompanying study guides in class, it is homework due tomorrow.
- With any remaining time, students may independently study for tomorrow’s Word Wisdom quiz.
HW:Friday, 12/7/12
Daily Objective:
“I will/can…
Materials needed:
Procedure:
HW: